Gökhan KILIÇOĞLU, M. Bahaddin ACAT, Engin KARADAĞ

İngiltere’deki Türk Öğrencilerin Kültürleşme Tercihleri ve Bu Tercihlerin Okula Aidiyet Duygusuyla İlişkisi

Bu araştırma İngiltere’deki Türk öğrencilerin kültürleşme tercihlerinin cinsiyet, yaş, doğum yeri, okulda ve İngiltere’de bulunma yılı değişkenlerine göre anlamlı farklılık gösterip göstermediğini ve okula aidiyet duygusunu yordayıp yordamadığını belirlemeyi amaçlamaktadır. Araştırmada ilişkisel desen kullanılmış olup; çalışma grubunu Türklerin yoğun olarak yaşadığı Londra’dan küme örnekleme tekniğiyle seçilen 7 İngiliz okulundaki Key Stage 3, Key Stage 4 ve 16 yaş sonrası aşamasındaki 275 Türk öğrencisi oluşturmaktadır. Öğrenciler kültürleşme tercihlerini en yüksek ortalamayla bütünleşme tercihinde değerlendirirlerken, bu tercihi sırasıyla ayırma, aykırılaşma ve erime takip etmektedir. Araştırmada öğrencilerin bütünleşme tercihleri cinsiyet, okulda bulunma yılı ve doğum yeri değişkenlerine göre; ayırma tercihleri yaş, doğum yeri, okulda ve İngiltere’de bulunma yılı değişkenlerine göre; erime tercihleri ise doğum yeri değişkenine göre anlamlı farklılıklar göstermektedir. Ayrıca öğrencilerin bütünleşme tercihleri okula aidiyet duygularını olumlu yönde; reddedilmişlik duygularını ise olumsuz yönde yordamaktadır.

Anahtar Kelimeler:

İngiltere, Türk öğrenciler, kültürleşme, kültürleşme tercihleri, okula aidiyet duygusu

Turkish Student’s Acculturation Preferences in UK and Correlation of These Preferences with Their Sense of Belonging to School

This study aims to determine whether acculturation preferences of Turkish students in England show significant differences with respect to varibles of sex, age, birth of place, year in England, year in school and this preferences predict sense of belonging to school. Correlational research design is used in the study. Sample of the study consists of 275 Turkish students attending Key Stage 3, Key Stage 4 and Post-16 at 7 different schools in London where Turks live intensively. The participants of the study are chosen via cluster sampling technique. Students’ first acculturation preference is found as integration, second preference as separation, third preference as marginalization and their last preference is found as assimilation. The integration preferences of students show significant differences regarding variables of sex, birth of place, year in school; separation preferences of students show significant differences according to age, birth of place, year in school and England; assimilation preferences of students show significant differences with respect to variables of birth of place. Moreover, it is found that Turkish students’ integration preferences predict their sense of belonging to their school positively; while negatively predicting their feelings of rejection

Keywords:

England, Turkish students, acculturation, acculturation preferences, sense of belonging to school,

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